The City As A Growth Machine - 881 Words

Is it a coincidence certain areas only consist of black civilians or white civilians? The articles â€Å"The City as a Growth Machine by Logan and Molotch, Minoritized Space by Michel Laguerre and The Construction of the Ghetto by Massey and Denton demonstrate segregation between racial backgrounds are divided into into specific neighborhoods that contributes as a benefit towards whites. I will be arguing how the theory of Karl Marx on estranged labor is related into these article but also Angela Harris theory on Critical racial theory contributes, clarifies and supports the author s reasons on why segregation still exists among communities. I will be connecting argument by adding evidence to support my argument with Karl Marx and Angela Harris theory within the articles. The three articles mentioned, describe theories that attribute to Karl Marx theory of labor among the different classes. Estrangement labor, are four different forms that result into the laborer to become alienat ed from their life- activities, nature, other civilians or family in order to focus on producing for one common goal which is â€Å"climbing the ladder† according to Marx. In reality, society prohibits classes to move up the â€Å"ladder’ by increasing taxes, rent and other expensive to keep classes segregated and controlled among each other. This is described throughout the article â€Å"Urban Fortunes† by John R. Logan and Harvey L. Molotch. It is started â€Å"For those who, count the city is a growth machine, oneShow MoreRelatedThe Differences Between Local Governments And Political Machines1258 Words   |  6 Pagesduring the late nineteenth century, political machines become a mechanism to deal with the problems and new challenges that the cities encountered. The increased population required more solutions to solve problems regarding the distribution of resources as well as public services. 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This article also suggests some other useful tips for teaching phrasal verbs. Keywords: Phrasal verbs, Context, Song 1. Introduction A Phrasal Verb is a phrase which consists of a verb in combination with a preposition or adverb or both, the meaning of which is different from the meaning of its separate parts: ‘look after’, ‘work out’ and ‘make up for’ are all phrasal verbs (Koprowski, 2005). According to Trask (1993: 208) a phrasal verb is lexical verb â€Å"which consists of a simple verb combined with one or more particles† and whose meaning is typically unpredictable. And Phrasal verbs are two-or three-word idiomatic expressions, consisting of a verb and a particle or a combination of a particle and a preposition (Lewis, 1993; Darwin Gray, 1999). Phrasal verbs have been the source of frustration for learners of English. Many students talk about the difficulties they have using the phrasal verbs. Phrasal verbs are widely used by native speakers of English but they have been found to be difficult for second language learners to master (Moon, 1997; Kao, 2001). The subject of how best to teach phrasal verbs is still quite controversial. Although teaching of phrasal verbs has been daunting and difficult for teachers, and therefore tedious for learners, it is necessary to develop our students’ skills in understanding and using them. Since phrasal verbs are frequently used by native speakers both in written and spoken English, students need to be encouraged to learn them. â€Å"There is no specified way or a programmed manner in which a student can learn all the phrasal verbs, nouns, adjectives, and idioms. The authors observe that the only way to acquire such knowledge is by extensive reading and listening† (Al-Sibai, 2003). Avoid teaching phrasal verbs in alphabetical lists. â€Å"One big advantage of this method is that it is thorough and comprehensive. But, the problem with a long list is that it is one thing to memorize a phrasal verb and its meaning, but quite another to bring the phrasal verb into your active, everyday speaking and listening† (Dainty, 1992). Through this method â€Å"many students know the phrasal verb from a list, but then fail to use it or recognize it in their conversations with native speakers. Lists can be useful, but it may be difficult to transfer this knowledge from the written page to your active knowledge† (Dainty, 1992). And also avoid teaching phrasal verbs solely on the basis of the verb in them. For example, it would not be advisable to teach every phrasal verb that incorporates the word get in one lesson. The phrasal verbs taught this way have nothing else in common other than the verb in them, and it is very difficult to understand and retain the context of whole phrasal verbs in this way (Norman, 2010). How then are we supposed to teach phrasal verbs? 2. How to Teach Phrasal Verbs? Andrzej Cirocki, a proponent of the ‘text/ context method’, has a useful approach to teach phrasal verbs. He states that if we aim at teaching a few Phrasal Verbs to our students, we should present them in many different real contexts so as to enable them to deduce their exact meaning and to see whether they are transitive or intransitive, separable or inseparable. All these items can be noticed by the students if Phrasal Verbs are presented in authentic contexts (Cirocki, 2003). In his article ‘Teaching Phrasal Verbs my Means of Constructing Texts’ Cirocki explains his approach in the following way; asking students to read a text entitled Hotel Blaze Escape Drama in which a few Phrasal Verbs can be spotted. HOTEL BLAZE ESCAPE DRAMA E-mail: [emailprotected] com Published: June 1, 2012 Accepted: March 9, 2012 URL: http://dx. doi. org/10. 5539/elt. v5n6p114 114 ISSN 1916-4742 E-ISSN 1916-4750 www. ccsenet. org/elt English Language Teaching Vol. 5, No. 6; June 2012 At present it is not known how the fire started. It seems the fire, broke out in the early hours of the morning. The fire alarm went off at around 2. 00 a. m. It is thought it was set off by smoke coming from one of the bedrooms on the first floor. The fire spread quickly from the first floor to the second floor. The fire brigade were called in immediately and fire fighters were on the scene within 15 minutes, but by this time the hotel was already in flames. They fought the blaze and managed to get it under control, though it took them to hours to put the fire out. Through this method students are able to acquire phrasal verbs better because it is more productive and easier to learn phrasal verbs from a context. â€Å"Students are able to pick up the meaning of a phrasal verb from its context even though they have never seen it before† (Dainty, 1992). While reading Hotel Blaze Escape Drama students get to know new Phrasal Verbs whose meaning and function are explained in the context. Thus, they can be learnt in a natural way. The text constitutes a kind of a background for the new Phrasal Verbs and has been formed to serve as a context, through which new Phrasal Verbs can be presented and explained. However, this is not a genuinely authentic context. Having read such a text, the meaning of these Phrasal Verbs should be clear. If it is not, we should provide students with other contexts so that they could guess the meaning, which makes students remember new Phrasal Verbs much better. Not until then, could they make use of Phrasal Verbs in their own texts (Cirocki, 2003). Dina Al-Sibai states that in this method Cirocki proposes that students should be encouraged to read a passage where phrasal verbs are presented in real contexts and then deduce their exact meanings as well as determine if they are transitive or intransitive, separable or inseparable, etc. In this way, the context contained in the passage becomes a kind of a background formed to serve as a context through which new phrasal verbs are presented and explained. Employing such a technique, the meanings of various phrasal verbs should become clearer and easier to comprehend. If they are not, students must be offered other contexts so that they can try to fathom the meanings one more time, or even more (Al-Sibai, 2003). Cirocki maintains that to assure oneself that students understand the meaning of new Phrasal Verbs, teachers can move to the next stage, that is, fixing stage where the establishing of knowledge on Phrasal Verbs takes place. Having deduced meanings of Phrasal Verbs from authentic contexts, it is time to apply such types of exercises so that they could enable students to memorise them much better and also present them in new contexts. These exercises have nothing to do with creativity they are very useful, though. Before students begin constructing their own texts, they first have to work on simple exercises in order to fix new material. Afterwards, they may make use of it in their own texts. For instance, in this exercise students are asked to complete sentences with the appropriate Phrasal Verbs in their correct form (Cirocki, 2003). atch sb out; fill sth in; cut sth out; take up sth 1. If you want to lose weight, ___ potatoes, bread, and sweet things for a week. 2. The oral exam was difficult. The examiner tried to ___ (me) by asking some tricky questions. 3. My brother has___ karate. He trains three times a week. 4. Here are the visa application forms. You have to ___ (them) and return them to the con sulate. In this step establishing the knowledge of phrasal verbs takes place. Teachers are advised to construct fill-in-the-blanks exercises which can enable students to memorize such verbs faster and more accurately. These exercises help to memorize the meanings and utility of newly-acquired phrasal verbs (Al-Sibai, 2003). In his criticism of the traditional approached to teaching phrasal verbs, Thornbury suggests that â€Å"phrasal verbs are best learned on item-by-item basis, and preferably in short contexts that demonstrate their syntactic behaviour† (Thornbury, 2002: 125). According to Thornbury, phrasal verbs should be acquired like the rest of the lexis by providing meaningful context, exposure, and recycling. And Thornbury encourages teachers to provide texts that have high frequency of phrasal verbs in them. Kailani tresses that it is only through genuine practice that accuracy and effectiveness could be increased, regardless of the method or technique being adapted (Kailani, 1995). According to R. Wyss, if phrasal verbs are presented to students in lists that are void of real or relevant context, students will not be stimulated enough to learn them. He observes that learners need a meaningful contextual background in order to reinforce memory and sustain interest. He suggests that a practical solution for learners would be to deduce the meanings of phrasal verbs as they appear in reading passages (Wyss, 2002). Another exercise worth recommending is based on providing students with a particular topic and associating it with Phrasal Verbs. For instance; teachers may ask their students to write a letter to their friends talking about their problems with studying. While writing such a letter students have a possibility to make use of Phrasal Verbs of the following type: get down to, keep on with, take down, fall behind, put off, get through, catch up with and many Published by Canadian Center of Science and Education 115 www. ccsenet. org/elt English Language Teaching Vol. 5, No. ; June 2012 others (Cirocki, 2003). In practice Cirocki writes, it may look like this: Dear Paul, I have problems with my studies at school I find it difficult to get down to work in the afternoons and I cant concentrate on anything right now. I spend most of my time listening to CDs or watching TV instead of doing my homework. The other students in my class are much better than I am and I find it hard to keep up with them. I cant take down the important things my teacher says because I write very slowly. He has told me that Im falling behind with my lessons. Im not good at†¦ In order to make our students write fully authentic texts, the role of the teacher is confined to proposing an interesting topic. Nevertheless, teachers may also ask their students to make use of as many Phrasal Verbs as possible in their compositions. The main asset of such exercises is the fact that students write about things they are fond of and are really interested in. This enables students to apply long term memory, due to which they will be able to remember certain things for ever and make use of them in various speeches or essays (Cirocki, 2003). As Nuttall points out â€Å"we learnt most of our vocabulary by using it: meeting the spoken words frequently and in situations that we understand, we gradually assimilated their meaning† (Nuttall, 2005). Shelley Vernon suggests that phrasal verbs need to be learned in the same way as any other type of verb. Students need to learn the phrasal verb as a vocabulary item and also how to use it in sentences. It can help to learn meanings in one lesson and work on integrating the language in a different session. This anyway is helpful with lower levels so students are not overwhelmed. A fun game to use to teach the vocabulary side of phrasal verbs is Call My Bluff Definitions. Here you give each student a phrasal verb to look up in the dictionary and ask everyone to write down the true meaning plus make up two false meanings. It is good to set this for homework so as not to use precious class time. If you want to simplify have students write only two definitions, one true and one false. At the next lesson, Shelley maintains that, each student reads out the phrasal verb followed by the three definitions. The class stand up and listen all three definitions once. Then on the second reading students sit down if they think a definition is false and stay standing if they think it is true. Lets say the first definition is false and half the students sit down. All those sitting down are still in the game so those standing put their hands on the heads and sit down. They are out for this round. Those still in stand up again and the student reads out definition two. Those who have it wrong are out again and sit down with their hands on their heads. Those that are in continue until all three definitions have been read out. You then let those students award themselves a point. Now everyone is back in again for the next phrasal verb. If playing with adults you can leave out putting hands on heads. That is just a mechanism to prevent cheating, which children are possibly more likely to do than adults! (Shelley, 2007). Subrahmanian Upendran in his article ‘Teaching Phrasal Verbs Using Songs’ states that like teaching phrasal verbs many songs can be successfully employed to provide meaningful contexts for learning phrasal verbs. This will be illustrated through the use of the first four lines of the song Another Day in Paradise by Phil Collins. Procedure of this approach: Students were provided with incomplete lyrics. The students were given incomplete lyrics of the song Another Day in Paradise by Phil Collins and were instructed to familiarize themselves with it by going through it silently. Each line contained a blank, which they would be required to fill in as they listened to the song. Students were asked to fill in the blanks. After they had familiarized themselves with the lyrics, the next step involved was to expose the students to the song in small chunks of four lines each. Every segment was replayed several times, till most students were confident that they had written in the appropriate words. It was only when the students completed filling in all the blanks contained in the first stanza that any attempt was made to determine how correct or incorrect their answers were. Students were asked to volunteer information. Each of the blanks was taken up one by one and every student in the group was asked what word he/she had used in a particular blank. (Since my focus here is on the teaching of phrasal verbs, Ill confine myself to the first blank in the song, which completes the phrasal verb calls out. The different answers provided by the students were put up on the blackboard. No attempt was made to weed out the incorrect answers at this stage. As all answers were being accepted, students enthusiastically revealed what they had put down. Some of the answers given for the first blank was (calls) out, on, off, and up. Students were asked the meaning of phras al verbs. 116 ISSN 1916-4742 E-ISSN 1916-4750 www. ccsenet. org/elt English Language Teaching Vol. 5, No. 6; June 2012 When all the students had volunteered information about the word they had inserted in the first blank, they were asked the meaning of each phrasal verb. What is the meaning of call out? What does call on mean? The meaning of each phrasal verb was discussed individually and when a student provided a definition, which everyone agreed on, it was put up on the blackboard. The participants were asked to use the phrasal verb in a sentence. Examples provided by the students were put up alongside the meaning. Students were provided with contextual clues. When the students were unable to define a phrasal verb, there was no attempt to provide them with one. Instead, the phrasal verb was used in a context and all students were expected to guess the meaning. For example, when the students were unable to define call off, the following context was provided. The class is over. Youre ready to begin looking through your notes in the short break before the next class. You have a test on that class. Suddenly a student runs into the classroom and shouts that the test is called off as the teacher has left to deal with a family emergency. You are overjoyed, and you throw your books back into your bag and rush to the playground to join the cricket game. The students were asked to determine the meaning from the context provided. Once the meaning had been arrived at, further examples of how the phrasal verb was used were provided. Johns appointment with the doctor was called off. The teacher called off the meeting. Students were asked to study the lyrics again. When the meanings of all the phrasal verbs had been figured out, the students were then asked to study the lyrics again and determine which phrasal verb was demanded by the context. If, for example, all students agreed on calls out, they were asked to provide cogent arguments why it couldnt be any of the other phrasal verbs that they had initially come up with. Some of the arguments put forward by the students were: people dont visit someone on the street, they can meet them accidentally, but not visit. The grammar does not permit call on. One can call on someone, but not call on to someone. Getting/providing such answers from/to students ensured that they not only remembered the meaning of the phrasal verb but also where and how it should be used (Upendran 2001). 3. Conclusion Phrasal verbs, one of the most important parts of communication, are frequently avoided by learners of English. One language skill is trying to infer the meaning of a new phrasal verb from the context. â€Å"It is safe to say that phrasal verbs, especially those commonly used ones, are very important components in effectively spoken communication, no matter in what kind of language community text it lies. From the angle of language learning for the sake of effective communication phrasal verbs should by no means be avoided† (Chen, 2007). How then are we supposed to emphasize phrasal verbs in English language teaching and learning? â€Å"Research has shown that texts and contexts can have a powerful influence on the students’ vocabulary growth. Learning words through such technique is along-term process in which meanings are slowly but steadily accumulated. The key here is to focus instructional attention on words that students have encountered in rich texts usually through reading, rather than from word lists that are void of context† (Al-Sibai, 2003). And in this article how to teach phrasal verbs effectively through context is studied. References Chen, Junyu. (2007). On How to Solve the Problem of the Avoidance of Phrasal Verbs in the Chinese Context. International Education Journal, 8(2), 348-353. Cirocki, A. (2003). Teaching Phrasal Verbs my Means of Constructing Texts. ELT Newsletter. Retrieved 2nd February 2011 from http://www. eltnewsletter. com/column/shtml Dainty, Peter. (1992). Phrasal Verbs in Context. Macmillan Education. Darwin, C. M. , Gray, L. S. (1999). Going after the phrasal verbs: An alternative approach to classification. TESOL Quarterly, 33, 65-83. http://dx. doi. org/10. 2307/3588191 Dina. M. Al-Sibai. (2003). Using the Balanced Activity Approach in Teaching Phrasal Verbs to Saudi College Students: A Review of the Literature. Kailani, T. Z. (1995). A Synthesized Pedagogical Methodology for English Classroom Interactions. International Published by Canadian Center of Science and Education 117 www. ccsenet. org/elt English Language Teaching Vol. 5, No. 6; June 2012 Review of Applied Linguistics in Language Teaching. Academic Search Premier Database. Kao, R. (2001). Where have the prepositions gone? A study of English prepositional verbs and input enhancement in instructed SLA. International Review of Applied Linguistics in Language Teaching, 39, 195-215. Koprowski, M. (2005). Investigating the Usefulness of Lexical Phrases in Contemporary Coursebooks. ELT Journal, 59(4), 322-332. http://dx. doi. org/10. 1093/elt/cci061 Lewis, M. (1993). The lexical Approach. London: Language Teaching Publications. Moon, R. (1997). Vocabulary connections: Multi-word items in English. In M. McCarthy (Ed. ), Vocabulary: Description, acquisition and pedagogy (pp. 40-63). Cambridge: Cambridge University Press. Norman, Leila. (2010). Teaching Phrasal Verbs to ESL Students. Retrieved 13th January from 2011 http://associatedcontent. com. html Nuttall, Christine E. (2005). Teaching Reading Skills in a Foreign Language. Oxford: Macmillan Education. Thornbury, Scott. (2002). How to Teach Vocabulary. Harlow: Longman. Trask, R. L. (1993). A Dictionary of Grammatical Terms in Linguistics. London: Routhledge. Upendran, Subrahmanian. (2001). Teaching Phrasal Verbs Using Songs. The Internet TESL Journal, 7(7). Retrieved 15th January from 2011 http://iteslj. org/Techniques/Upendran-PhrasalVerbs. html Vernon, Shelley. (2007). How to Teach Phrasal Verbs to ESL Students. Retrieved 12th January from 2011 http://teachingenglishgames. blogspot. com/2007/11/how-to-teach- phrasal-verbs-to-esl. html Wyss, R. (2002). Teaching English Multi-Word Verbs Is Not a Lost Cause Afterall. ELT Newsletter. Retrieved 5 January from 2011 http://www. eltnewsletter. com/back/March2002/art902002. html 118 ISSN 1916-4742 E-ISSN 1916-4750

Fraud, Deceptions, and Downright Lies About Good Topics Write Persuasive Essay Exposed

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Tips For Writing A Transfer Corbett College EssayAre you a high school student looking for a college transfer essay for your senior year? If so, then you need to learn the proper steps to write an effective essay. Even if you don't plan on transferring to a better college or a higher ranked school, you should still put into consideration some of the strategies that will help you in your career decision.When you are writing your college essay, it is important to understand the issues surrounding the location of your future school. If you live in the state of Florida, then you will definitely want to include that in your essay. By doing so, you will give yourself a unique advantage over other students who do not have the same circumstance. To go along with the fact that you live in Florida, make sure that you add some personal information and you will be giving yourself some bragging rights.Also, as you research for potential schools, remember that you will be representing yourself wit h the purpose of being yourself and not a part of any others' personal identity. Make sure that you leave out any personal information that you think may come back to haunt you.When you write your college essay, you will also want to take into consideration the specific department or school that you would like to transfer to. If you are interested in a medical or law school, then make sure that you make this known. Also, if you are a graduate of the university, make sure that you mention this. By doing so, you will make sure that you will be getting some more attention from the other student with the same interests.You can also include a full list of your educational achievements from your high school diploma to your current degrees if you have them. Be sure to stay professional and avoid using the most humorous or interesting parts of your high school years. In addition, be sure to write about your experiences at your current institution.When you get to write your essay, make sure that you get the most out of it. There are many different college admissions officers. They can provide you with some great advice about the process, including some types of questions they may ask.By following some good tips and learning the appropriate things to put into your college essay, you will be ready to write one that will make a statement about you and how you will be able to help make that institution proud. Keep in mind that you are using your education and the skills that you have acquired to change the university and the direction that you want to go in.

Your APA Sample Essay Format - Easy To Follow

Your APA Sample Essay Format - Easy To FollowThe APA sample essay format includes four sections. The first section is the introduction. This section should introduce yourself and outline what you hope to accomplish with the essay. It should also identify why you are writing the essay and what you hope to accomplish from it.The second section is the body of the essay. In this section, you will be expected to answer the following questions: What is the objective of the essay? What did you learn from your research? How can the essay benefit the reader? What is the main point you hope to make?The third section is the conclusion. You will be asked to summarize the objective of the essay. Explain how the essay will help the reader to solve a problem or to understand something. By providing details on the details, you should also explain how the essay can help the reader to solve a problem. Finally, you will need to provide solutions to the points in the conclusion.The fourth section is the last section. It consists of comments. At the end of the essay, you will have several to choose from. Choose the best from these to keep the theme of the essay.There are several formats to the APA sample essay format. Most recommend having a more technical or specialized topic. Some recommend a book to use as your source material. In the case of a book, you may want to take some time to consider a specific book so that you can properly adapt your essay to that book.The APA sample essay format can also have some appendices that you include. These appendices should include either biographical information an essay examples, anessay comparison chart, or some other types of information to show how the essay has been used. Usually, you will want to include information that can help you or your reader to make a decision about whether they agree with your essay. It is very important to include all this information because it will be the basis for any sort of negative or positive feedback t hat you may receive. Don't forget to indicate how the essay has helped the reader to solve a problem.One way to enhance the structure of the essay is to present it with the same format that the reader would find in an assignment or report. For example, if you are writing an essay for a teacher, you could use this format: 'Three students had taken a short online course. One of the students was planning to major in pre-law. Two of the students were planning to major in pre-engineering. The final student was planning to major in biology. The instructor found that the biology major offered the greatest potential for student success. She thought that the biology major was a good fit for the pre-engineering student.'Your goal in creating an APA sample essay format is to create a well-structured essay that allows the reader to interpret it. It is important to decide what information will be in the essay and how to get it across. As with any written material, if you follow the format, the r eader should easily interpret the information.

The Differences between the Chesapeake and New England Area in Colonial Times Essay Example

The Differences between the Chesapeake and New England Area in Colonial Times Essay The Differences Between The Chesapeake and New England Area In Colonial Times Europeans began the colonization of America in the early 1600s. In the beginning they all came to escape from something in Europe, and while there were many various reasons for leaving, most were fleeing from religious persecution. The other main attraction was economic prosperity in a new world rich with resources, to either be sent back to Europe, or to simply use here and make a new life for themselves, better than that which they had back home. The English colonies of the Chesapeake nd New England were similar in terms of who founded them ( English settlers), but the similarities pretty much stopped there when it came to reasons for settling, and once they had established themselves how their economies and societies were set up. They differed greatly in economic structure, religious beliefs, societal structure, and also population make-up. The two regions were very close, but in the end became two completely different regions with unique identities. The New England area was originally settled by people seeking religious freedom in the new world. They were primarily Puritan Separatists. They decided to come to the new world after the Church of England separated from Catholicism in a decision made by King Henry VIII. Although the Church of England and Catholicism were no longer intertwined, they still felt they did not have the entire amount of religious freedom they desired. They decided that the best course of action would be to head to the new world so they could start a society in which they could practice their religious beliefs freely and without persecution. We will write a custom essay sample on The Differences between the Chesapeake and New England Area in Colonial Times specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Differences between the Chesapeake and New England Area in Colonial Times specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Differences between the Chesapeake and New England Area in Colonial Times specifically for you FOR ONLY $16.38 $13.9/page Hire Writer They were also Joined by some quakers and catholics who had not Joined the church of England, who also wanted reedom to practice their religious beliefs how they saw fit. Although they came to the new world to start a society based on living a religious life,having religious freedom, and being a tolerant society, in reality they ended up being very pompous in their beliefs as being holier than thou towards the other colonies. This is because their entire societal structure was based on religion, and living as virtuous a life as possible. The Chesapeake region could not possibly be any more opposite of the New England region when it comes to their religious beliefs and practices. The Chesapeake region was founded primarily for economic gain, and therefore religion was not the cornerstone on which it was founded, as was the case with the New England region. The primary church in the Chesapeake region was the Anglican church. Religious participation and emphasis was very low in the Chesapeake region. Due to this their society was not structured around religion as was the New England region, instead it was structured around economic prosperity. The New England regions societal structure was completely based on religion due their being founded on the basis of religious freedom. This meant that everyone in the region was very faith oriented, and conducted themselves as so. The population in the New England region was almost completely white Europeans. There was very little to no commercial agricultural operations in this region as they came with the intent of religious freedom and not economic enterprise. Due to this they relied primarily on subsistence farming to provide for their wants and needs. The only real commercial ventures in the area at the time were ship building and woodworking. This led to their being a large amount of urban development in the area at the time ue to the need to house all of the people who lived in the region. They could afford the land to house as many people as they wanted since they did not need the land to use for farming and other agricultural endeavors as they were not concerned with making a profit off of them. In a very stark contrast to the societal and economic makeup to the New England area, the Chesapeake area was once again a polar opposite in almost every aspect mentioned above. The Chesapeake area was not founded on pursuit of religious freedom, but instead in the pursuit of economic prosperity. As such there society was completely structured around economic ventures and financial gain, primarily through the agricultural industry. The main cash crop for the area during this time period was Tobacco. Since they were focused entirely on agricultural enterprises and making as much profit as possible, their population makeup was very different as well from the New England areas population. They Chesapeake region was absolutely chock full of slaves. All of these slaves were needed in the area to work the agricultural fields at a low cost, or simply the nitial cost of the slave. Implementing slaves into the equation meant that all of the owners of these agricultural enterprises were able to maximize their profit, and therefore become very wealthy, which was the original idea behind founding their region from the onset. Due to this practice the regions population was primarily made up of slaves. It required a lot of slaves to work the immense amount of agricultural areas that were found throughout the region, and so they brought as many slaves over from Africa as they could. As a result of the area being founded olely for the purpose of agricultural enterprising and economic profit, there was very little actual urban development. Although the regions eventually Joined in the formal formation of the American colonies, they were completely different regions from the onset, and during their time. The Chesapeake region being founded completely for economic gains, while the New England region was founded entirely for the pursuit of religious freedoms. The societal structure of the Chesapeake area was completely founded and based upon economics, while the societal structure of the New England Area was almost ompletely faith based. The population structure in the Chesapeake area was almost entirely land owners and their slaves, while the New England area was simply comprised of white Europeans. There was no real heavy economy in the New England area at the time aside from ship building and wood-working since they were entirely focused on their faith, and in contrast the Chesapeake was completely focused on and centered around their agricultural economy. In the end although they were different, they came together and formed the beginnings of what is now our nation as we know it today.